Submissions

William A. Kealy

Dr. William A. ("Bill") Kealy is a Visiting Associate Professor in the Department of Library and Information Studies at the University of North Carolina at Greensboro (UNCG). He teaches the design and production of instructional media including information graphics and digital video. Prior to his arrival at UNCG, Dr. Kealy held faculty positions at the University of South Florida, Florida State University, Texas A&M University, and Ithaca College. He received his Ph.D. from Arizona State University (Learning and Instructional Technology) in 1989. His experience as a former advertising agency art director in Honolulu and his education in the area of learning and cognition (at ASU) are reflected in his research interests on the factors that motivate people to use and mentally process instructional graphics. Dr. Kealy's research work has appeared in leading journals in the field of instructional technology such as Educational Technology Research & Development as well as those in the field of psychology including the Journal of Educational Psychology, Contemporary Educational Psychology, Reading Psychology, and the British Journal of Educational Psychology. Additionally, he has written on the subject of mentoring and co-founded AERA's Mentorship and Mentoring Practices SIG with Dr. Carol Mullen, also at UNCG. Dr. Kealy is on the editorial boards of several journals and has been a media consultant to OmniCom Associates, Sid Richardson Foundation, and Office of Educational Research and Instruction (U.S. Department of Education), Encyclopedia Britannica Educational Corporation, and the Office of Naval Research. Bill Kealy is a retired U.S. Naval Reserve captain.

Educational researchers have rarely addressed the problem of how to provide feedback on constructed responses. All participants (N= 76) read a story and completed short-answer questions based on the text, with some receiving feedback consisting of th...

Concreteness and imagery effects have been found to be among the most powerful in explaining performance on a variety of language tasks. Concreteness and imagery effects involve the capacity of concrete language to evoke sensory images in the mind (e...

Fifth-grade students studied a map of a fictitious island while twice listening to a related narrative containing target feature and nonfeature items. The students were cued by varying iconic and verbal stimuli in four map cue conditions; they receiv...

In this study, we examined the influence of graphic patterns and their interpretive context on learning accompanying prose. Subjects examined a graphic figure identified as either a map or a diagram and were instructed either to label its vertices wi...

This study examines whether the spatial configuration of two adjunct pictures influences processing of accompanying text as has been found in the case of other types of graphic displays. Forty-eight undergraduates studied a text along with drawings o...

As we embrace the concept of e-mentorship, we not only wonder whether face-to-face mentoring can be replaced by an electronic doppelganger (i.e. a phantom twin), but also encounter questions that deal with the fundamental nature of mentoring. What do...

With the ever-increasing role of technology as an innovative force in society, we have witnessed major changes in the types of education being developed and in how learning and instruction is conceptualised. Consider, for example, the dramatic rise i...

In two studies, undergraduates learned a map of the city of Rome in either a flat survey map or a one-point perspective format. The perspective map lead to greater feature recall in the first study and to better memory for a related text when feature...

This article addresses an important need—the dissemination of information relating to technology as a public relations tool—and the associated exigency for administrator and teacher technology training. Specifically, we identify the increased expecta...

This article explores the new and important field of mentoring in higher education. It describes a pilot project that launched the mentoring of new scholars through an academic writing programme. In its inaugural year, this national programme attract...

The effect of density of embedded post-questions on learning from computer-based instruction (CBI) was studied among 90 sixth-graders randomly assigned to three versions of a CBI programme — high density, low density, and no embedded questions. Child...

There is a longstanding tradition in psychological research for norming lists of words that are used in experimental studies. The present study extends this practice to graphic imagery by obtaining norming data on 24 simple abstract graphic shapes co...

This study challenged the long-held assumption that the ?retinal variable,? such as color or shape, used to represent data on an information display influences how well it is interpreted and understood. Forty-eight undergraduates solved problem scena...

AS WE ANTICIPATE LIFE in the 21st century, it becomes clear that we will need to invent new approaches to teaching that require a reexamination of what we know about mentoring. Much of what we as educators know about mentorship has been derived from ...

Two experiments compared real and virtual models as aids for learning assembly skills. In Experiment 1, ten participants individually studied either a fully assembled model, or a computer-generated one, in exploded view, that could be spatially manip...

Eighty-five undergraduates read a 1,399-word story using computer programs that differed in the types of learning aids provided: either prequestions only (PO) viewed prior to the reading, a related map that was first reviewed feature by feature (MR),...

Faculty-student support groups have the potential to promote strategies for co-mentorship in places of learning. They can also function to facilitate alternative forms of pedagogical practice in the context of lifelong learning. The purpose of this p...